March 25-27


The Harem in Topkapi Palace

Please read Miller and one of the Inalcik pieces below, answer the question on Miller and one of those on Inalcik.  Due Sunday March 23.  Read: Ochsenwald/Fisher, pp. 181-201

• Barnette Miller , "The Curriculum," from her The Palace School of Muhammad the Conqueror . Study guide for Miller .
• Halil Inalcik , "The Hub of the City: The Bedestan in Istanbul," International Journal of Turkish Studies, I/1 1979-80, 1-17. Study guide for Inalcik .
• Halil Inalcik , "The Policy of Mehmed II Toward the Greek Population of Istanbul and the Byzantine Buildings of the City," Dumbarton Oaks Papers, vol. 23-25/1969-1970, 231-249. Study guide for Inalcik .
• Halil Inalcik , "The Ottoman Economic Mind and Aspects of the Ottoman Economy," M. A. Cook (ed) Studies in the Economic History of the Middle East. Study guide for Inalcik .

Questions on Inalcik, Bedestan:  1. What were the main economic roles that the bedestan played in Istanbul?  2. What were the main social and political roles of the bedestan?

Questions on Inalcik, Policy of Mehmed II:  1. The importance of this article is that Inalcik discusses exactly what Mehmed II did in Constantinople in the years after the conquest - in a framework of state-building and ;public policy. He refrains from concentrating on ideological issues which characterize much western
study of this event and development. How did Mehmed II view Constantinople? What role did he hope it would play in his empire? 2. Did Mehmed II adhere to Islamic law & shari'a in his dealings with the conquered city and its population?

Questions on Inalcik, Ottoman Economic Mind:  1. In Inalcik's view, what was unusual about Ottoman views of economy?  2. What was the relationship between Ottoman political theory and the economy of their state?

Questions on Miller: 1. Given the assumption that the curriculum of the palace school was designed to produce graduates trained to work in various government offices, what do you think this curriculum really concentrated on? What would successful graduates know? How would this influence their behavior as government officials?  2. How does this curriculum differ from modern curricula which might have the same ends?